This study synthesized the correlation between reading strategy and reading comprehension of four categories based on Weinstein and Mayer's reading strategy model. The current meta-analysis obtained 57 effect sizes that represented 21,548 readers, and all selected materials came from empirical studies published from 1998 to 2019. Results showed that reading strategies in all the four categories had a similar correlation effect size with reading comprehension. The correlation between monitoring strategy and reading comprehension was significantly larger in first language scripts than second language scripts. Affective strategy and elaboration strategy had an independent effect on reading comprehension, which was not significantly moderated by selected moderators. Results suggested that the reading strategies of all the four categories may have a similar contribution to text comprehension activities.

Dialogic reading (DR) is an interactive reading approach that enhances the language development of children. This study aims to extend DR to the shared reading context involving children with attention-deficit-hyperactivity disorder (ADHD) and their older siblings and to examine the effects of DR with parents/siblings on the language development of Chinese children with ADHD. This study included 850 Chinese kindergarteners with ADHD and their parents/older siblings. These children were pretested on their Chinese receptive vocabulary, expressive vocabulary, character reading, listening comprehension, and reading interest and were randomly assigned to four groups, namely, dialogic reading with parents (PR-DR), dialogic reading with siblings (SR-DR), parent reading control (PR-C), and sibling reading control (SR-C). After a 12-week intervention period, they were posttested on the same measures. Results show that both DR with parents and siblings effectively enhanced language skills and reading interest in children with ADHD. In addition, those children who read with their older siblings demonstrated greater improvements in their expressive vocabulary, character reading skills, morphological awareness, phonological awareness, and reading interest yet achieved a smaller growth in their listening comprehension compared with those who read with their parents. These findings showed the positive effects of DR on the language development of children with ADHD and highlight the importance of involving siblings in home literacy activities to facilitate the language development of these children.

With the continuous improvement of the mechanization level and the development of new crop varieties, the optimal strip width for intercropping crops is important. In this study, field experiments were conducted to analyze the effects of different row spacings and planting patterns on photosynthesis, chlorophyll fluorescence, and the related enzyme activities of maize ear leaves in a maize–soybean intercropping system using two planting patterns (wide–narrow rows of 80–50 cm and uniform ridges of 65 cm) and two intercropping ratios (four rows of maize and four rows of soybean; six rows of maize and six rows of soybean). The results showed that the pattern of wide–narrow-row spacing significantly improved the photosynthetic capacity of maize compared with the uniform-ridge planting pattern, along with marked elevation in the values of stomatal conductance (Gs), the transpiration rate (Tr), and the photosynthetic rate (Pn). On the other hand, the values of photochemical quenching (qP), actual photochemical efficiency (φPSII), and maximum photochemical efficiency (Fv/Fm) also significantly increased, and the effect of D-M6S6 treatment was the most significant on these parameters. Similarly, the activities of phosphoenolpyruvate carboxylase and ribulose-1,5-bisphosphate carboxylase/oxygenase also increased significantly. Among different treatments, the yield under the D-M6S6 treatment was the highest. Therefore, based on the planting pattern of the wide–narrow-row spacing, the intercropping of six rows of maize and six rows of soybean is the better design in the semi-arid regions of western China.

Recycled aggregate concrete has received increasing attention owing to its broad development prospects in recent years. This study discusses the enhancement mechanism of various fibers on the mechanical properties, high-temperature resistance, and freeze–thaw cycle resistance of recycled aggregate concrete. It reviews the effects of fiber types and content on the strength, failure state, and resistance to recycled aggregate concrete’s high and low temperatures. The results indicate that fibers can significantly improve the flexural strength and tensile strength of recycled aggregate concrete in the bridging effect but have little effect on compressive strength. Regarding high-temperature resistance, fibers with a lower melting point can form channels in the concrete, reducing the internal pressure of water vapor. Fibers with higher melting points can act as bridges, inhibiting the generation and propagation of cracks in recycled aggregate concrete. Therefore, fiber-reinforced recycled aggregate concrete can perform better at higher temperatures than ordinary recycled aggregate concrete. Due to the high water absorption rate in recycled aggregate concrete, which is approximately 7–10 times that of natural aggregate concrete, it is easier to reach the critical water saturation of freeze–thaw damage. Results show that 0.2 kg/m3 polypropylene fiber and 1.2 kg/m3 basalt fiber show excellent performance in improving the frost resistance of recycled aggregate concrete.

Students prefer to listen to music while reading because they believe it will help them focus on constructing a contextual mental picture. However, the effect of background music on the reading comprehension of primary school new readers remains unclear. This study examines the effects of two musical factors (familiarity and tempo) on the construction of poetry mental picture in 129 Chinese primary school readers with attention deficit and hyperactivity disorder. The study controlled for nonverbal intelligence, age, gender, working memory, and receptive vocabulary, and results showed that background music had a negative effect on poetry reading performance. Specifically, students had similar performance in easy poetry reading with background music but performed better in difficult poetry reading with unfamiliar music and slower melody. The effect size of unfamiliar background music was larger than that of melody tempo. This study provided literature on the effect of background music on surface decoding in poetry reading and suggested that the appropriate approach for readers who are in the learning to read stage should be to refrain from listening to music while reading.